Authorised by Academic Registrar, April 1996
Objectives Upon successful completion of this subject, students should have developed an understanding of the theoretical justifications for teaching `languages for specific purposes courses' (LSP), including the international debate of the relative merits of LSP and general language instruction; an awareness of the range of methods typically used for LSP needs analysis and course design; an understanding of the evolution of LSP courses in Australia from 1948 to 1995, including the impact of trends related to immigration, industry restructuring and overseas student movements on language policy development and LSP service provision; a recognition of the range and methodological diversity of the two key types of LSP courses taught: `English for occupational purposes' and `English for academic purposes'; an understanding of materials design and assessment options in relation to LSP courses; familiarity with cross-cultural analysis issues relevant to LSP courses.
Synopsis This subject explores the evolution of the teaching, theory and methodology of languages for specific purposes in the past twenty years, both internationally and within Australia. It analyses the reason for the increasing proliferation of such courses across a wide range of educational settings, catering to both adults and (to a lesser extent) children. In an Australian context, three key issues governing LSP course delivery are examined: the specialist language needs of LSP learners; the expectations and requirements of funding bodies supporting such courses (eg government departments, employers, universities, schools); the on-going challenge confronting teachers to provide appropriate course design, materials and methodologies. If possible participants should have some experience in LSP course delivery, with either adults or children.
Assessment Essay (2000 words): 40% + Project (3000 words): 60% + Class participation and attendance